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Drama is dialogic, offering multiple avenues for communication through the medium of questions that become sites for further action and inquiry. In this paper we explore the ethical considerations in the transmission of cultural `truths' within the context of Canadian drama education. How can we enable that transmission so that it supports rather than challenges a `boundary-less' world society when the majority of Canadian drama practitioners are not representative of our cultural diversity? The paper provides a theoretical framework for addressing these questions within the context of drama education generally and the training of pre- service drama teachers in Canada more specifically. The theoretical discussion is supported by a series of anecdotes drawn from the extensive drama practice of the authors. From each of these anecdotes a series of questions or challenges are raised to interrupt `thinking as usual' in order to enter the space that Norman Denzin describes as `that ethical moment when individuals are led into the troubling spaces once occupied by others'. [ABSTRACT FROM AUTHOR]